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i-Sgoil (English): https://www.youtube.com/watch?v=6icFT8312Sk

Pupils of i-Sgoil: https://www.youtube.com/watch?v=YXtnKgON4zE

i-Sgoil (Gàidhlig): https://www.youtube.com/watch?v=a35YgQmH2a0

Sgoilearan i-Sgoil: https://www.youtube.com/watch?v=Kb8Og21iLQA

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Hi everyone (in anyone still here?) Just updated this animated film made with the group of unaccompanied asylum seekers in Peterhead. Sadly no voices of the YP involved, but the film is now more complete with some updated points and feelings. Cheerio. Jim. x

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There must be some insight within all my rambling review! Surely something.

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Young Refugees and Asylum seekers - Animated films project review

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Just a few images of making of the animated films by the school pupils. In case its useful Laura. Can email you any original images you might need too. Cheerio. Jim

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Theory of Change animation - with confirmed theory of change to be added

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Theory of Change animation - with confirmed theory of change to be added

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This will summarise the learnings from the project and present the theory of change once everyone agrees on the language used. Music and a voice over in English and Gaelic to be added. I'll need someone to double check my Gaelic translation! Thanks!

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Here is the draft edition of the Culture 360 Zine with all of the outputs from the young people and catalysts. I am still awaiting some information but I can upload as I receive it - if you can all review the narrative and let me know if there are any changes to ensure that it reflects your projects authentically that would be great!

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Creative Catalyst Field Notes - Sarah Philp Saorsa Psychology

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Amazingly Simple Graphic Design Software – Canva

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Here’s what you can do.Check our status page. It’ll tell you about any outages.Please visit our Help Center for more information. Error code: [8f14c029ca3f7cff-EWR]If you can’t access Canva at all, our status page will keep you updated.

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What do we want to achieve?

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Rossie's Pecha Kucha!

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Why this change matters, anchoring it in the challenges and barriers young people face?

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Who needs to be involved, ensuring the right people, partners and stakeholders are engaged and accountable.

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How do we achieve this? What are the crucial ingredients and approaches to making effective, lasting change in education for marginalised learners?

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UNCRC Sharing the learning event

Event schedule

Date: 13th December 2024

Time: 11am - 3pm (arrival from 10.30)

Address: 125 St Vincent Street, G2 5JF

10.30am - 11.00am: Arrival and familiarisation with the space

11.00am - 12.30pm: Introductions and Pecha Kucha presentations from each setting.

12.30pm - 13.00pm: Lunch from Soul Food Sisters: Chicken Biryani & Vegetable Biryani with Salad and Baklava for desert

13:00pm - 13.45pm: Cards on the Table - evaluation cards prompting reflection and dialogue about project learning and successes.

13:45pm - 14.45pm: Theory of Change, or manifesto to feed back to learners and the wider education system.

14.45pm - 15.00pm: Final Comments and wrap up.

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Jim's Pecha Kucha. No peeking!!

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Creative Catalyst (Reflection & Evaluation Day)

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Còmhraidhean tòiseachaidh 5 | initial conversations 5

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Còmhraidhean tòiseachaidh 4 | initial conversations 4

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Còmhraidhean tòiseachaidh 3 | initial conversations 3

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Còmhraidhean tòiseachaidh 2 | initial conversations 2

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Còmhraidhean tòiseachaidh | initial conversations

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Hello anybody. A second primary school group (of refugee and asylum seekers) has made an animated film! Really pleased with how its gone given their struggles with the language. Hoping the school will screen it and high five everybody! Cheerio.

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New School - by Peterhead Central Primary school

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Really happy with what the lovely kids at Strathburn Primary school in Inverurie have made. I've just finished editing....maybe a few tweaks to do. They haven't seen it put together yet!

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The comic is coming along well, but plenty more drawing to do. Better get back to the drawing board!

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The experiences from the participatory sessions will form sections of the comic in short four panel comic strips, where we see the pupils expressing views on education and their rights. We worked together developing ideas for characters that could advocate for them - pupils from this school cannot be identified, and so by using characters we can hear their voices and have their views represented on these pages.

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Rossie is surrounded by beautiful woodland. I had the pleasure of being shown around the woods, and was able to witness the great achievements of the children and young people at the school, in the form of structures that had been built by them over the years. This journey will form one of the part of the comic.

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This page is an example of the work in progress. I work in pencil and pen - these pages are A3 in size. Once I have storyboarded the pages, I begin to pencil in the panels. After that I apply inks, and remove the pencil lines. You can see the blank text boxes at the bottom of the panels, awaiting the words to be added.

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I completed my in-person sessions at Rossie on September 26th. Since that time, I have been working on the comic that will be the outcome of our project together. I'm posting a few images here to give you an idea of how the work is coming along.

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This is our Mentimeter class that we held with 3 cohorts last week, which gives a good overview of how our My-Sgoil project

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I hope this link works! I've deleted the names for sharing here. I've also done a similar video that shares insights from the young people who are unaccompanied asylum seekers.

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Not sure if posting Vimeo video links works on here, but here goes.

This is a work in progress for one of the groups we've been working with. Some of this animation was made by the young people and some finished off by myself. The film is now open to the same young people to view with the hope that they will not only replace the AI voice with their own, but make comment and expand on some of the issues they've faced with learning in schools in Scotland.

All the short animated sequences are based on chats with the YP but it was always meant as an opening to more discussions.

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I've been using activity theory analysis to help me capture some of the thinking and challenges around this project. The image above captures the process, which probably doesn't make a lot of sense but the process of working through it has helped me capture some of the issues. I'm hoping to also use this with some of the settings to look at how the system relates and connects with young people and their rights.

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Dark Blue Clean Principles of Purposeful Marketing Mindmap (2)

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I met some of the young people up in Fraserburgh and Peterhead this week. It feels like it's been a long time coming so was great to meet them. I still have so many questions, am still confused, and am still grappling with all sorts of things. All that said, as I drove home (3hr45min gave me plenty of thinking time) I was struck by the hope and aspiration of the young people I met. It felt very human, very raw (if that makes sense). Here is one of the images from the visual explorer activity I did with them. The images represent life before, now and future.

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Here is a showreel of our Animator Alina Brust, who we are excited to be working with on our project

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Deiseil is deònach - on your marks, get set...go!

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Dè cho cudthromach sa tha Gàidhlig dhut? How important is Gaelic to you?

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Bòichead an àite...Inspiration from place

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Murdo from Astar and Eilidh from Fèisean nan Gàidheal got a chance to catch up in Glasgow recently to compare and contrast our Creative Catalysts.

It's useful to sense check the problems and solutions with each other!

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Some drawings from Rossie so far...more to come!

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Some drawings from Rossie so far...more to come!

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Connect's AGM Talk November 2022 on Children's Rights

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Mural Painting in the rain

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Jim Stirk uploaded a word version now

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Geàrr-chunnntas, bliadhna sgoile 2023-24 : Summary of project to end of school year 2023-24

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Geàrr-chunnntas, bliadhna sgoile 2023-24 : Summary of project to end of school year 2023-24

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UNCRC update end pf school year 2023 24 24.06.24

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Citizen Journalism - resources 2 for GME

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Citizen Journalism - resources 2 for GME

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Citizen Journalism - resources 1 for GME 

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Citizen Journalism - resources 1 for GME 

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Which articles are particularly relevant?

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Which articles are particularly relevant?

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What is the UN Convention?

The UN Convention on the Rights of the Child (UNCRC) is the basis of all of our work. It is the most complete statement of children's rights ever produced and is the most widely-ratified international human rights treaty in history.

What makes the UN Convention so special?

The Convention has 54 articles that cover all aspects of a child's life and set out the civil, political, economic, social and cultural rights that all children everywhere are entitled to. It also explains how adults and governments must work together to make sure all children can enjoy all their rights.

Every child has rights "without discrimination of any kind, irrespective of the child's or his or her parent's or legal guardian's race, colour, sex, language, religion, political or other opinion, national, ethnic or social origin, property, disability, birth or other status" (Article 2).

The Convention must be seen as a whole: all the rights are linked and no right is more important than another. The right to relax and play (Article 31) and the right to freedom of expression (Article 13) have equal importance as the right to be safe from violence (Article 19) and the right to education (Article 28).

We are the only organisation working for children recognised by the Convention.

The Convention is also the most widely ratified human rights treaty in the world. All UN member states except for the United States have ratified the Convention. The Convention came into force in the UK in 1992.

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UN Convention on the Rights of the Child - UNICEF UK

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The United Nations Convention on the Rights of the Child (UNCRC) is the basis for all of UNICEF's work and upholds children's rights all over the world.

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Jim and I thought it would be helpful to keep a collaborative log of our project. The collaborative element wasn't anticipate but is welcome and adds another dimension to the process.

We will update/ refresh the document as we go.

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Citizen Journalism Tips for creative catalysts

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Citizen Journalism Tips for creative catalysts

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Citizen Journalism- Tips for Creative Catalysts

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These principles and guidelines have been developed to inform the way we involve children and young people in our work.

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Welcome to ThingLink!

This quick tutorial will show you how to create wonderfully engaging experiences with ThingLink.

Create

Simply click the Create button and select the type of project you want to create.

Upload

Select a file from your device to be your base image or video.

Edit

Watch this short video to learn about tag types, basic customization options and the simple publishing process - a perfect intro to editing your thinglinks!

Share

When you’re ready to share your thinglink, click the blue Share button in the top right corner of the page.

Track

Statistics help you understand how many people have seen your content, and what part was most engaging.

UNCRC self-eval toolkit

Do you want to create similar content?

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Ed Scot Improving Gender Balance and Equalities Team

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View the interactive image by EdScot Curriculum Innovation Team

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The Dignity in School Hub is the home for our work.

The Hub is an exciting work in progress. With the support of our funders, the Gordon Cook Foundation, we invite you to join us on this journey. You can use the Hub to inform and develop your own rights based practice. Keep in touch and watch it grow and offer more as our collaborative approach continues.

Building on our first year and partnerships with St John's RC Primary Edinburgh and Stoneywood PS Aberdeen we are now working with clusters of schools in Clackmannanshire and Dundee.

Get on board with us and help us make primary schools the home for human rights practice and the advancement of the child's human dignity that we know they can be.

Dignity in School is supported by Gordon Cook Foundation

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Dignity in School - Children's Parliament

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Dignity in School will demonstrate how primary schools can take a children's rights based approach to education.

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UNCRC Learning Library

The searchable library of UNCRC resources can be filtered by level of the Skills and Knowledge Framework, principle of a children's human rights approach and searched by key word. Click on the resource card to expand and explore more detail including a summary of the resource, the intended audience and what it will help you do. Happy learning!

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The searchable library of UNCRC resources can be filtered by level of the Skills and Knowledge Framework, principle of a children's human rights approach and searched by key word. Click on the resource card to expand and explore more detail including a summary of the resource, the intended audience and what it will help you do.

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We will meet as a project community once a month online to share learning and discuss progress. The next meeting is on Wednesday 24 April from 4-5pm.

At our first gathering in March, we had a very useful round of introductions, input from Stephen Bullock on the value of the Creative Catalyst approach and from Laura Frood on Articulate's role in the project. You can watch a recording here.

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UNCRC Project   monthly conversation 20240319 160404 Meeting Recording 1

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Please contact any of us on the Project Panel at any time. For ease of communication, we are suggesting each of us acts as key contact for a specific project team:

Articulate and Care-Experienced learners – Julia Fenby, julia.fenby@educationscotland.gov.scot

Malcy Duff and Secure and Residential learners – Maxine Jolly, maxine.jolly@educationscotland.gov.scot

Astar Media and Interrupted Learners - Steven Graham, sgraham1g@gnes.net

Fèisean nan Gàidheal and Gaelic Medium settings – Richard Tarves, richard@gnes.net

Refugee and Asylum Seeker learners – Stephen Bullock, stephen.bullock@educationscotland.gov.scot

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Articulate Cultural Trust, a creative partner specialising in working with care-experienced learners, is leading on sharing the learning from across the project through film and journalling. Laura Frood will be in touch with Creative Catalysts to offer training for learners in each setting which will support them to record their own stories of the project first hand.

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For completion by Creative Catalysts after you have spent time getting to know learners and staff and have started to shape a project plan and budget together. For approval by the setting and Project Panel.

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Guidance on taking a children's human rights approach

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Guidance on taking a children's human rights approach

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UNCRC Rights holders and duty bearers.PNG

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Project overview & Creative Catalysts descriptor

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Project overview & Creative Catalysts descriptor